Backward+Design


 * **Description of the Approach**
 * Curriculum is used as a means to an end.
 * Focus is on a particular topic using a particular resource, and then specific instructional methodsa re found to cause learning to meet a given standard (Wiggins & McTighe, 1998).
 * A teacher starts with a goal or standard and derives the curriculum from evidence of learning, and what teaching needs to be done to equip the studentd to perform.
 * Ralph Tyler (1949) described the logic of backward design clearly and succinctly about 50 years ago (Wiggins & McTighe, 1998).
 * The steps are as follows: identify desired results, determine acceptable evidence, plan learning experiences and instruction.
 * **Information Resources**
 * Books:
 * Wiggins & McTighe. (1998). Understanding by Design. Prentice Hall.
 * Journals
 * Balasubramanian, N., Frieler, J. L., & Asp, E. (2008). Designing Learning. //Principal Leadership: High School Edition//, 9(2), 34-39. Retrieved from EBSCO//host//.
 * Britton, K. L., & Johannes, J. L. (2003). Portfolios and a Backward Approach to Assessment. //Mathematics Teaching in the Middle School//, 9(2), 70. Retrieved from EBSCO//host//.
 * Websites:
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 * webshare.northseattle.edu/tlc/docs/Article_Backward_Design.doc
 * **Strategies and Ideas for Implementation**Possible topics:
 * Strategies:
 * Prioritize- Some things will be most important, which is considered topics that are "enduring understanding" (Wiggins & McTighe, 1998). These ideas are the backbone of the curriculum. Some ideas may be important for students to know and understand how to do. The last category is the least important that you will spend the least amount of time on, but you want students to be familiar with the ideas.
 * Determine what you think is acceptable evidence and what assessment approaches will be used along the way. How will you make sure they are getting the main ideas?
 * Begin to plan the curriculum, considering these questions (Wigging & McTighe, 1998):
 * What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results?
 * What activities will equip students with the needed knowledge and skills?
 * What will need to be taught and coached, and how should it best be taught, in light of performance goals?
 * What materials and resources are best suited to accomplish these goals?
 * Is the overall design coherent and effective?
 * A huge benefit is that you are teaching with a purpose. You know what your end result needs to be, and what topic needs to be covered, so you make sure that you cover everything before it is assessed.
 * Leaders should make sure they are creating worthwhile activities that are rooted in real world experienes, and that it isn't simply "teaching to a test".